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Список литературы /References
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EXPLORING THE ROLE OF TEACHER TALK IN UZBEK CLASSROOM: IMPLEMENTATION OF FRENCH AS A FOREIGN
LANGUAGE Ziyayeva Sh.N. Email: Ziyayeva683@scientifictext.ru
Ziyayeva Shahodat Nurmatovna - Teacher, DEPARTMENT OF PRACTICAL AND THEORETICAL DISCIPLINES OF FRENCH, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: foreign language teaching in Uzbek audience faces several challenges from both teacher and students' perspective. Teacher Talk (TT) is one of the areas of teaching and learning which is often neglected in classroom research even with its high importance in student learning. Identifying the literature gap on TT in specific socio-cultural contexts, this study aims to investigate different types of f-moves in Teacher Talk and their impact on developing students' dialogic skills in French as Foreign Language classrooms. Keywords: foreign language classrooms, dialogic skills, teacher talk, the IRF sequence, socio-cultural theory.
ИЗУЧЕНИЕ РОЛИ УЧИТЕЛЯ В УЗБЕКСКОМ КЛАССЕ: РЕАЛИЗАЦИЯ ФРАНЦУЗСКОГО ЯЗЫКА КАК ИНОСТРАННОГО ЯЗЫКА Зияева Ш.Н.
Зияева Шаходат Нурматовна - преподаватель, кафедра практических и теоретических дисциплин французского языка, Узбекский государственный университет иностранных языков, г. Ташкент, Республика Узбекистан
Аннотация: преподавание иностранного языка в узбекской аудитории сталкивается с рядом проблем, как с точки зрения учителя, так и со стороны учащихся. Обучение разговору - одна из областей преподавания и обучения, которой часто пренебрегают в исследованиях в классе, даже при том, что она очень важна для обучения студентов. Выявляя литературный пробел по ТТ в конкретных социокультурных
контекстах, данное исследование направлено на изучение различных типов Ф-движений в разговорной речи учителя и их влияния на развитие диалогических навыков учащихся во французском языке как иностранном.
Ключевые слова: классы иностранных языков, диалогические навыки, разговоры учителя, последовательность IRF, социокультурная теория.
UDC 81-139
Introduction. This think about employments Cullen's explanatory system which centers on the third arrangement of the IRF and Vygotsky's socio-cultural hypothesis to investigate the rising topics of TT in Uzbek auxiliary classrooms [5]. Classroom educating exercises are a fundamental portion of the French as a Remote Dialect learning handle. Within the outside dialect setting, it is difficult to discover 'learning without teaching'. Fitting educating styles have a noteworthy positive effect on the yield handle of learners and subsequently the entire learning and teaching process. A well-used way of considering classroom intuitive and analyzing the foremost common instructing and learning forms is through investigating the utilizing Educator Conversation (TT) within the classroom. TT is a broadly investigated concept since of its significance and centrality in remote dialect educating and learning. TT alludes to the dialect instructors utilize to communicate and taught understudies within the outside dialect classroom [2].
Distinctive analysts such as Gibbons, Mercer, Van Lier and others have explored the affect of TT in remote setting in arrange to get it its part and affect on the method of learning and Classroom talk and TT has been the subject of examination of numerous inquire about thinks about [6]. Be that as it may, the major center of writing on TT is on its common viability and its part in learner's advancement. As it were few ideas about have examined the socio-cultural perspective of the TT and how social and sociological components influence TT. In this respect, the investigation of Cullen and Jones explore the follow-up move approach in TT with a center on socio- social setting [1].
Walsh attests that TT can influence student's learning both emphatically and adversely based on its usage and adequacy. TT can affect the learning prepare within the classroom and can encourage or discourage outside dialect securing. Concurring to Walsh, the remote dialect instructing, they establish that TT incorporates a pivotal in creating student's talked dialect and increment and extend students' communicative dialect abilities interior and exterior of classrooms [6]. As this ponder is concerned with TT in remote classrooms, it endeavors to investigate the significance and the part as well as the criticalness to adjust TT to suit the remote learners by analyzing instructors F - moves to conclude whether Uzbek TT makes a difference or ruins learners' dialect aptitudes and talked capability. Classroom talk and TT has been the subject of examination of numerous inquire about thinks about [5]. Be that as it may, the major center of writing on TT is on its common adequacy and its part in learner's improvement. As it were few ponders have explored the socio-cultural angle of the TT and how social and sociological variables influence TT. In this respect, the inquiring about of Cullen and Jones examine the follow-up move approach in TT with a center on socio-cultural context.
TT can affect the learning prepare within the classroom and can encourage or discourage remote dialect securing. Concurring to Walsh, the French language classroom may be a social setting on its possession, and its intuitive ought to be assessed not on the premise of amount but quality. The creator highlights that a few instructors make openings for understudy learning and cooperation through cognizant or oblivious compromise between the pedagogical goals and their dialect utilize. In this manner, the utilization of TT to attain academic objectives is found out [3].
On the other hand, in a few classrooms, TT ruins the association openings, putting a cap on students' learning. The query also recognizes between the helpful and obstructive components of TT. Instructors, by choosing heading mistake redress, substance input based on educational objectives, inquiring for affirmation and clarification, and students'
cooperation through students' self-managed turn-taking with least educator intercession, and framework and giving lost input in learners' dialect breakdown encourage learners' inclusion and maximize the learning potential. On the other hand, the highlights counting, teachers' intercession to smooth turn-taking, an indistinct instructor resound, and teacher's interferences can discourage learning and inclusion of understudies. Be that as it may, the instructor resound can play both facilitative and obstructive part, and it is up to the instructor to oversee it emphatically through tying it to a educational objective. So, fundamentally it emphasize on coordinating the educational objectives with phonetic objectives within the classroom to evoke learning potential [4]. The Affect of TT
Firstly, the incomes about on the affect of TT in English dialect lessons with an accentuation on F-Move will be talked about. The information examination of classroom's recorded addresses demonstrates three sorts of F Move in TT including; F-Move Discourse Repetition , F-Move Evaluative, F-Move Discourse Elaboration . The taking after transcripts will expand the three sorts of F-Move that are recognized within the lessons, taken after by the result and discourse of each type [3]. Effect of Socio-cultural Factors on TT
Exploring the impact of socio- social components, the overwhelming discourse designs and the opportunity to voice their conclusion are the two most critical components affecting TT in Uzbek context. The transcendent discourse from senior citizens and children's failure to voice their supposition are implanted within the culture and reflect them in TT in a school classroom. In Uzbek, learners have an inactive part of audience members both at domestic and within the school. The parental discourse mastery exists in Uzbek society and guardians barely inquire for children's conclusion.
Conclusion. The conventional teacher-centered classroom approach can moreover be followed back to the bigger socio-cultural values. The transcendent discourse too shows the moo association and moo inspiration of understudies within the classroom where students' detached interest. Subsequently, these socio-cultural components have an effect on TT.
References / Список литературы
1. Cullen R., 1998. Teacher talk and the classroom context. ELT journal. 52 (3). 179-187.
2. Incegay G., 2010. The role of teacher talk in young learners' language process. Procedia-Social and Behavioral Sciences, 2(2). 277-281 s.
3. Jones S.L., 2011. Investigating The F-Move in Teacher Talk: A South Korean Study on Teachers' Beliefs and Classroom Practices Unpublished thesis). University of Birmingham.
4. Thornbury S., 1996. Teachers research teacher talk. ELT journal. 50 (4). 279-289.
5. Vygotsky L., 1978. Interaction between learning and development. Readings on the development of children, 23(3). 34-41.
6. Walsh S., 2002. Construction or obstruction: Teacher talk and learner involvement in the classroom. Language teaching research. 6 (1). 3-23.
